Mark Scheme (Results)

January 2023

Pearson Edexcel International GCSE

In English Language (4EA1)
Paper 1R: Non-fiction Texts and Transactional
Writing
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 General Marking Guidance
• All candidates must receive the same treatment. Examiners must mark the
last candidate in exactly the same way as they mark the first.
• Mark schemes should be applied positively. Candidates must be rewarded
for what they have shown they can do rather than penalised for omissions.
• Examiners should mark according to the mark scheme - not according to
their perception of where the grade boundaries may lie.
• All the marks on the mark scheme are designed to be awarded. Examiners
should always award full marks if deserved, i.e. if the answer matches the
mark scheme. Examiners should also be prepared to award zero marks if
the candidate’s response is not worthy of credit according to the mark
scheme.
• Where some judgement is required, mark schemes will provide the
principles by which marks will be awarded and exemplification/indicative
content will not be exhaustive.
• When examiners are in doubt regarding the application of the mark
scheme to a candidate’s response, a senior examiner must be consulted
before a mark is given.
• Crossed out work should be marked unless the candidate has replaced it
with an alternative response.

Specific Marking Guidance

When deciding how to reward an answer, examiners should consult both the
indicative content and the associated marking grid(s). When using a levels-based
mark scheme, the ‘best fit’ approach should be used.
• Examiners should first decide which descriptor most closely matches the
answer and place it in that level.
• The mark awarded within the level will be decided based on the quality of
the answer and will be modified according to how securely all bullet points
are displayed at that level.
• Indicative content is exactly that – they are factual points that candidates
are likely to use to construct their answer.
• It is possible for an answer to be constructed without mentioning some or
all of these points, as long as they provide alternative responses to the
indicative content that fulfils the requirements of the question. It is the
examiner’s responsibility to apply their professional judgement to the
candidate’s response in determining if the answer fulfils the requirements
of the question.

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Placing a mark within a level
• Examiners should first decide which descriptor most closely matches the
answer and place it in that level. The mark awarded within the level will be
decided based on the quality of the answer and will be modified according
to how securely all bullet points are displayed at that level.
• In cases of uneven performance, the points above will still apply.
Candidates will be placed in the level that best describes their answer
according to the descriptors in that level. Marks will be awarded towards
the top or bottom of that level depending on how they have evidenced
each of the descriptor bullet points.
• If the candidate’s answer meets the requirements fully, markers should be
prepared to award full marks within the level. The top mark in the level is
used for work that is as good as can realistically be expected within that
level.

AO1 Read and understand a variety of texts, selecting and interpreting

information, ideas and perspectives.
AO2 Understand and analyse how writers use linguistic and structural
devices to achieve their effects.
AO3 Explore links and connections between writers’ ideas and
perspectives, as well as how these are conveyed.
AO4 Communicate effectively and imaginatively, adapting form, tone
and register of writing for specific purposes and audiences.
AO5 Write clearly, using a range of vocabulary and sentence
structures, with appropriate paragraphing and accurate spelling,
grammar and punctuation.

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Section A: Reading

Question AO1 Read and understand a variety of texts, selecting and Mark
Number interpreting information, ideas and perspectives.
1 Accept any of the following, up to a maximum of two
marks:
• (‘crowd) struggles to control’ (1)
• ‘a number of’ (1)
• ‘stocky’ (1)
• ‘short-legged’ (1)
• ‘(wearing scarlet pom-pom) hats’ (1)
• ‘garlands (round their necks’) (1)
(2)

Question AO1 Read and understand a variety of texts, selecting and Mark
Number interpreting information, ideas and perspectives.
2 Accept any reasonable explanation of what we learn about
Prince Malik, in own words where possible, up to a
maximum of four marks.

For example:

• Prince Malik lives in a big house/is wealthy/is an

important figure
• he is hospitable as he has arranged a meal for his
guests
• he talks about his life
• he is unhappy that traditions are being lost/ is old-
fashioned
• he prefers country life to urban life
• the Prince enjoys the pastimes of the countryside and
goes riding every day
• he feels that he is part of a dying breed of people/ some
one who likes to arrange activities for people
• he invites his visitors to a bull race; this could indicate
that he is kind or wants to show them a local sport
• the writer feels Prince Malik would not allow them to
refuse his invitation which suggests he is forceful

Reward all valid points.

(4)

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Question AO1 Read and understand a variety of texts, selecting and Mark
Number interpreting information, ideas and perspectives.
3 Accept any reasonable description of the bull race, up to a
maximum of five marks.

For example:
• many people struggle to fit the yoke onto the bulls:
‘dozens of people grapple to get the joot onto the two
sets of shoulders’
• the bulls move in a frantic manner in order not to be
engaged in the race: ‘the bulls …duck and weave … in a
desperate attempt to avoid being involved in the racing’
• the bulls have to be forced to the starting line, to which
they are ‘dragged unceremoniously’
• they are then manoeuvred into place by the outriders
who ‘heave them into position’
• the rider anxiously holds a flag and prepares to leap
onto the board when the bulls are freed from restraint
• the timing of the bulls being released and the jockey
getting onto the board is very important
• the rider has to maintain his balance as the bulls run off
• at first, the outriders move beside the bulls to keep
them on course
• when the outriders drop away, the rider is dragged
across the rough ground ‘hanging on for dear life’
• one pair of bulls breaks away and charges at the people
watching
• another pair of bulls run off the racetrack after ‘taking
out the flag’

Reward all valid points.

(5)

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Question Indicative content
Number
4 Reward responses that explain and analyse how the writer uses
language and structure to create a sense of excitement and danger.

Examiners should refer to the following bullet points and then to the
table on page 10 to come to an overall judgement.

Responses may include some of the following points:

• the reference in the first sentence to trying to find ‘the best viewing
spot’ demonstrates that the writer is extremely keen to see the race
• the writer’s use of the term ‘‘Wacky Races’’, referencing the
American cartoon series, implies that the race is likely to be chaotic
and unpredictable
• the use of direct speech from ‘the lads’ gives a sense of immediacy;
their direction to Levine to ‘‘climb inside’’ the boot of the car in order
to ‘‘point your camera towards the race’’ gives the impression of a
potentially dangerous situation
• the writer’s request that they ‘‘try and get to the front’’ displays an
eagerness to be fully involved in the spectacle
• Yaqoob and Iqbal are described as ‘suddenly fired up with
enthusiasm’ for the race; the metaphor ‘fired up’ suggests a sudden
burst of fervour and excitement
• although poised ready for action, ‘We waited for eternity’; the use of
hyperbole (at this point the wait has been less than an hour) shows
the writer’s frustration at the delay and her avid desire for the race
to happen
• the metaphor describing how the writer is ‘perched in the boot’
suggests a precarious position. The verb ‘perched’ is later repeated
twice in the extract: once to describe how the jockeys are positioned
on their carts and secondly to describe how some spectators are
placed on lorries
• just as the writer is on the verge of giving up hope, she describes
how she can see two carts coming towards them but almost
obscured by ‘a cloud of fumes and dust’; this imagery gives a clear
sense of the smells and noise created by the ‘fifty vehicles’ behind
them and creates a scene of anticipation and excitement
• the noise and sense of potential danger are enhanced by the use of
onomatopoeia and zoomorphism as the vehicles are ‘roaring’
• the speed of the donkeys is stated – ‘looked close’ to ’40 kph’ –and
this adds to the sense of danger and excitement
• the cacophony created by the racegoers is emphasised through the
writer’s listing of different noises: ‘horns tooting, bells ringing, and
the special rattles used just for this purpose’; the use of
onomatopoeia and the present participle enhance the feeling of
exhilaration felt by the onlookers and their elation is further
conveyed through their vocal contributions to the noise levels as
they ’all cheered and shouted’
• the desire of the spectators to view the race leads them to adopt
hazardous viewing spots which are listed to create a sense of the
people’s excitement: ‘Men standing on top of their cars and vans,
hanging out of taxis and perched on lorries’

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• the personification employed in the clause ‘vehicles jostled to get to
the front of the convoy’ implies that the excitement extends to the
cars and vans
• the writer employs the terminology of evolutionary theory to explain
that, for the car drivers, following the race ‘was survival of the
fittest’; the superlative suggests that lesser-skilled drivers could be
injured and so adds to the dangerous nature of the race
• the descriptions of the race as ‘without rules’, ‘anarchic’ and ‘a
complete flouting of every type of traffic rule and common sense’
combine to deliver a view of the race as uncontrolled and
unpredictable, adding to the tension and danger
• the skills needed on the part of a successful driver – ‘quick reflexes’
and ‘nerves of steel’ – give an idea of the risky nature of the race
• the revelation that this all takes place on ‘a main road’ and that
‘oncoming traffic … had to dive into the ditch’ further highlights the
lack of safety
• the writer tells us how Yaqoob ‘relished’ and ‘loved’ the race which
implies that the danger did not dent, and perhaps increased, his
feelings of excitement
• the fact that there was a ‘near pile-up’ at the end of the race shows
how perilous the race has been
• the short opening sentence to paragraph 9 ‘And then the trouble
began’ introduces a further sense of apprehension and threat which
is heightened by the use of the conjunction at the start
• the tricolon ‘Voices were raised, fists were out and tempers rising’
suggests that there is a real risk of violence erupting
• the revelation near the end of the passage that ‘the lads’ are
‘nervous’ and the situation ‘volatile’ and ‘‘starting to get nasty’’
shows how the situation has become menacing.

Reward all valid points.

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Question 4

Level Mark AO2 Understand and analyse how writers use linguistic and
structural devices to achieve their effects.
0 No rewardable material.
Level 1 1–2 Basic identification and little understanding of the language
and/or structure used by writers to achieve effects.
The use of references is limited.
Level 2 3–4 Some understanding of and comment on language and
structure and how these are used by writers to achieve
effects, including use of vocabulary.
The selection of references is valid, but not developed.

Level 3 5–7 Clear understanding and explanation of language and

structure and how these are used by writers to achieve
effects, including use of vocabulary and sentence structure.
The selection of references is appropriate and relevant to
the points being made.
Level 4 8–10 Thorough understanding and exploration of language and
structure and how these are used by writers to achieve
effects, including use of vocabulary, sentence structure and
other language features.
The selection of references is detailed, appropriate and fully
supports the points being made.
Level 5 11–12 Perceptive understanding and analysis of language and
structure and how these are used by writers to achieve
effects, including use of vocabulary, sentence structure and
other language features.
The selection of references is discriminating and clarifies
the points being made.

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Question Indicative content
Number
5 Reward responses that compare the ways in which the writers
present their ideas and perspectives about their experiences.

Examiners should refer to the following bullet points and then to the
table on page 13 to come to an overall judgement.

Responses may include some of the following points:

• both extracts are about animal races in Pakistan, (bulls in Text

One and donkeys in Text Two)
• both extracts are first-hand accounts by a writer who is involved
in filming the race whilst travelling
• both writers adopt a narrative approach and set out to entertain
the readers as well as to inform them about an unusual sport
• both Palin and Levine ‘set the scene’ before the race: in Text
One we are introduced to Prince Malik the day before the race
and the scene at the racecourse is described; in Text Two Levine
describes the extended anticipation as she waits for the racers
• both writers describe scenes of mayhem: in Text One Palin
describes how one team of bulls ‘plunge headfirst into the crowd’
and in Text Two Levine compares the donkey race to ‘a city-
centre rush hour gone anarchic’; both writers refer to the
‘uproar’ created by the races
• both races seem to be very male-dominated
• in both texts the jockeys seem to be in precarious positions: in
Text One a rider ‘stands, as best he can, on ... a glorified tin-lid’
and in Text Two they are ‘perched on top of the tiny carts’
• both writers use present participles to convey the loud noise
made by the racegoers: in Text One Palin states that there was
‘a relentless squealing of pipes and thumping of drums’ and in
Text Two Levine tells of ‘horns tooting, bells ringing’
• both writers present the sport as hazardous: in Text One Palin
describes how the jockey is ‘hanging on for dear life’ and in Text
Two Levine’s description of the race as being ‘Formula One
without rules’ and the fact that the race ends with ‘a near pile-
up’ suggest danger; in neither sport do the racers wear any
protective gear
• both writers are accompanied by local people: in Text One Palin
is a guest of the wealthy Prince Malik and in Text Two the two
‘lads’, Yaqoob and Iqbal, assist Levine
• both writers introduce elements of humour: in Text One the
writer suggests one of the bulls kicks out ‘maybe in protest at
having to wear a scarlet pom-pom hat’ and in Text Two she
describes how, as they wait, ‘the only action was a villager on a
wobbly bicycle’
• both writers appear to have a rather casual attitude towards the
wellbeing of the animals: in Text One Palin states that the bulls
‘are dragged unceremoniously to the starting line’ and in Text
Two Levine notes that the jockeys are ‘using their whips
energetically, although not cruelly’

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 both writers make reference to gambling on animal races: in
Text One Prince Malik tells the writer ‘‘quail racing is where the
big money goes’’ and in Text Two, Levine tells how ‘a hundred
punters had all staked money on the race’
both writers use the same verb to show how there are near-
collisions in the races: in Text One the cameramen have to ‘dive
for cover’ and in Text Two ‘oncoming traffic … had to dive into
the ditch’
both writers include some direct speech with use of exclamation
marks to bring added life to the narrative and give a clear idea
of the characters. In Text One we see how Prince Malik shouts
orders – ‘‘Walk round the side!’’, ‘‘Right! Start now!’’ – and in
Text Two we learn of Yaqoob’s casual attitude to driving illegally,
“I don’t even have my licence yet because I’m underage!”
Text One is written in the present tense which helps to provide a
sense of immediacy, whereas Text Two is written in the past
tense
Palin in Text One feels compelled by Prince Malik to accept the
invitation to the race, as he states ‘‘we can’t say no. He wouldn’t
let us”, whereas Levine in Text Two injects Yaqoob and Iqbal
‘who had never been interested in this Karachi sport’ with her
own enthusiasm to see the race
in Text One the writer is merely a spectator of the bull race,
whereas in Text Two she becomes a participant in the second
race ‘of motorised spectators’ chasing after the racing donkeys
in Text One the race, although chaotic, does take place on‚ ‘a
course ... marked by red flags’, whereas in Text Two the race
takes place on a ‘main road’
Palin gives the reader information about the race and describes
the bulls, but Levine gives little detail of the donkeys and their
actual race beyond stating that ‘the Kibla donkey is said to
achieve speeds of up to 40 kph’
in Text Two the spectators, rather than being merely observers
as in Text One, pursue the donkey carts and the writer states
how ‘there were two races’
Palin in Text One describes how the ‘racing is drawing to a close’
peacefully, but in Text Two ‘The race was over’ suddenly ‘And
then the trouble began’.

Reward all valid points.

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Question 5
Level Mark AO3 Explore links and connections between writers’ ideas and
perspectives, as well as how these are conveyed.
0 No rewardable material.
Level 1 1–4 The response does not compare the texts.
Description of writers’ ideas and perspectives, including
theme, language and/or structure.
The use of references is limited.
Level 2 5–8 • The response considers obvious comparisons between the
texts.
• Comment on writers’ ideas and perspectives, including
theme,
language and/or structure.
• The selection of references is valid, but not developed.
NB: candidates who have considered only ONE text may
only achieve a mark up to the top of Level 2
Level 3 9–13 The response considers a range of comparisons between the
texts.
Explanation of writers’ ideas and perspectives, including
theme, language and/or structure.
The selection of references is appropriate and relevant to the
points being made.
Level 4 14–18 The response considers a wide range of comparisons
between
the texts.
Exploration of writers’ ideas and perspectives, including how
theme, language and/or structure are used across the texts.
References are balanced across both texts and fully support
the points being made.
Level 5 19–22 The response considers a varied and comprehensive range of
comparisons between the texts.
Analysis of writers’ ideas and perspectives, including how
theme, language and/or structure are used across the texts.
References are balanced across both texts; they are
discriminating and fully support the points being made.

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SECTION B: Transactional Writing

Refer to the writing assessment grids at the end of this section when
marking questions 6 and 7.

Question Indicative content

Number
6 Purpose: to write a speech - informative and discursive.

Audience: the writer’s peers. The focus is on communicating ideas

about sports involving animals. There should be an attempt to
engage and influence the audience.

Form: the response should be set out effectively as a speech with a

clear introduction, development of points and a conclusion.

Responses may:
• describe the different types of sports which involve animals
• explore reasons why it may be acceptable to use animals in
sports, for example: tradition; animals enjoy the sport; raises
money; animals are well cared for
• explore reasons why it may not be acceptable to use animals
in sports, for example: cruel treatment; removing an animal’s
freedom; some sports are dangerous
• express strong views
• write from a general or personal perspective.

The best-fit approach

An answer may not always satisfy every one of the assessment
criteria for a particular level in order to receive a mark within that
level range, since on individual criteria the answer may meet the
descriptor for a higher or lower mark range. The best-fit approach
should be used to determine the mark which corresponds most
closely to the overall quality of the response.

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Question Indicative content
Number
7 Purpose: to write a magazine article – informative and discursive.

Audience: general readership but the writer could specify. The

focus is on communicating ideas about whether it is better to live in
a city or in the countryside. A range of approaches could be
employed. There should be an attempt to engage and influence the
audience.

Form: candidates may use some stylistic conventions of a

magazine article such as heading, sub-heading or occasional use of
bullet points. Candidates should not include features of layout such
as pictures or columns. There should be clear organisation and
structure with an introduction, development of points and a
conclusion.

Responses may:
• consider the advantages of living in a city, for example: a
range of museums, theatres, music venues; diverse
population; range of shops; range of employment
opportunities; good public transport
• look at the disadvantages of living in a city, for example:
traffic and pollution; crowds; high costs; smaller living
spaces; higher crime rates; loneliness
• consider the advantages of living in the countryside, for
example: fresh air; plenty of space; safer environment for
children; nature and wildlife; close communities
• look at the disadvantages of living in the countryside, for
example: lack of jobs; few entertainment facilities; need for
own form of transport; may have to travel long distances for
shops, schools/colleges and other facilities
• write from a general or personal perspective.

The best-fit approach

An answer may not always satisfy every one of the assessment
criteria for a particular level in order to receive a mark within that
level range, since on individual criteria the answer may meet the
descriptor for a higher or lower mark range. The best-fit approach
should be used to determine the mark which corresponds most
closely to the overall quality of the response.

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 Writing assessment grids for Questions 6 and 7

Questions 6 and 7

Level Mark AO4 Communicate effectively and imaginatively, adapting

form, tone and register of writing for specific purposes
and audiences.
0 No rewardable material.
Level 1 1–5 Communication is at a basic level, and limited in clarity.
Little awareness is shown of the purpose of the writing
and the intended reader.
Little awareness of form, tone and register.
Level 2 6–11 Communicates in a broadly appropriate way.
Shows some grasp of the purpose and of the expectations/
requirements of the intended reader.
Straightforward use of form, tone and register.
Level 3 12–17 Communicates clearly.
Shows a clear sense of purpose and understanding of the
expectations/requirements of the intended reader.
Appropriate use of form, tone and register.
Level 4 18–22 Communicates successfully.
A secure realisation of purpose and the
expectations/requirements of the intended reader.
Effective use of form, tone and register.

Level 5 23–27 Communication is perceptive and subtle.

Task is sharply focused on purpose and the expectations/
requirements of the intended reader.
Sophisticated use of form, tone and register.

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Questions 6 and 7

Level Mark AO5 Write clearly, using a range of vocabulary and

sentence structures, with appropriate paragraphing and
accurate spelling, grammar and punctuation.
0 No rewardable material.
Level 1 1–3 Expresses information and ideas, with limited use of
structural and grammatical features.
Uses basic vocabulary, often misspelt.
Uses punctuation with basic control, creating
undeveloped, often repetitive, sentence structures.
Level 2 4–7 Expresses and orders information and ideas; uses
paragraphs and a range of structural and grammatical
features.
Uses some correctly spelt vocabulary, e.g. words with
regular patterns such as prefixes, suffixes, double
consonants.
Uses punctuation with some control, creating a range of
sentence structures, including coordination and
subordination.
Level 3 8–11 Develops and connects appropriate information andideas
; structural and grammatical features and
paragraphing make the meaning clear.
Uses a varied vocabulary and spells words containing
irregular patterns correctly.
Uses accurate and varied punctuation, adapting sentence
structures as appropriate.
Level 4 12–15 Manages information and ideas, with structural and
grammatical features used cohesively and deliberately
across the text.
Uses a wide, selective vocabulary with only occasional
spelling errors.
Positions a range of punctuation for clarity, managing
sentence structures for deliberate effect.
Level 5 16–18 Manipulates complex ideas, utilising a range of structural
and grammatical features to support coherence and
cohesion.
Uses extensive vocabulary strategically; rare spelling
errors do not detract from overall meaning.
Punctuates writing with accuracy to aid emphasis and
precision, using a range of sentence structures
accurately and selectively to achieve particular effects.

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